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FEATURES OF ASSESSING THE EFFECTIVENESS OF INNOVATION RISK
MANAGEMENT OF AN EDUCATIONAL ORGANIZATION IN THE PROCESS OF
DIGITAL TRANSFORMATION OF ACTIVITIES
Bazarova Mamlakat Supievna
Asia International University Senior Lecturer, Bukhara
Abstract:
The article discusses the importance of the digital economy, which is a modern
requirement, and how effective it is for humanity and the state , and how to relate this to the
standard of living in a country with developed countries of the world.
Key words:
digital economy, industrial enterprises, digital technologies, innovations.
Since management is always a targeted activity, decision makers need to assess the degree of
compliance of the implemented measures with the objective conditions in which the educational
organization operates. The tasks related to the implementation of digital transformation of
activities are no exception. Moreover, we believe that in the context of a wide variety of options
for implementing innovative projects in the field of digital transformation, an important
condition for successful innovation risk management is the assessment of the effectiveness of
decisions made. For this purpose, it is advisable to use special methods that combine not only
traditional and well-known methods, but also new tools adapted to the specifics of the problem
being solved. Thus, the purpose of the article is to substantiate the methods and principles of
assessing the effectiveness of innovative risk management of an educational organization in the
process of digital transformation of activities. To achieve this goal, various sources of
information, as well as methodological provisions of the innovation economy, were used. Main
Results The solution to the problem of developing a methodology for assessing the effectiveness
of the innovative risk management system of an educational organization, first of all, in our
opinion, requires identifying the main performance parameters, and then consolidating them into
a single set of appropriate calculation mechanisms. Therefore, it is important to consider the
general view of the innovative risk management system of an educational organization precisely
as an object of efficiency assessment.
The classical management system assumes the presence of a management subject. The
specificity of an educational organization is that several stakeholder groups are active in the
internal and external environment of the manifestation of innovative risks, influencing the
possibilities of managing innovative risks to varying degrees (Figure 1). Each group plays its
role in the process of managing innovative risks, and the interaction of groups ensures more
effective decision-making and minimization of potential risks. At the same time, if we consider
the management subject as a person making decisions on influencing the risk, then in such a
scheme it is necessary to identify specific employees of the educational organization whose
competence includes direct analysis of the situation and the final decision on managing certain
identified risks arising in the process of digital transformation. In our opinion, such a person
should be the vice-rector of the educational organization, who, in accordance with the job
description or staffing table, is assigned the duties of implementing activities in the field of
introducing new digital technologies. That is, an official of an educational organization directly
heading innovative projects in the field of digital transformation should be vested with the
appropriate powers and resources, firstly, to develop a risk management program; secondly, to
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manage such risks. Thus, the general view of the contour of the innovative risk management
system of digital transformation of an educational organization takes a classical form, when
between the subject and the object of management there is established not only a direct
connection in the form of a control action, but also a feedback - in the form of information about
the state. Information about the state allows the subject of management to adjust the control
actions to get closer to the set management goal.
The presence of a special innovative risk management contour in an educational organization
allows us to ask several questions about the effectiveness of risk management, which will be the
directions for quantitative assessment of the effectiveness of the management system. In our
opinion, the most important are the following questions: 1) what is the effectiveness of the risk
management system? 2) what is the effectiveness of risk management? 3) what is the
effectiveness of connections in the risk management system? To answer each of the questions
posed, it is advisable to form your own assessment system. Then, in the innovation risk
management system, key elements are established that help the educational organization evaluate
the effectiveness of identifying, calculating and minimizing risks associated with innovations
(Table 1). For example, when assessing the effectiveness of the analysis of the probability of
risks and their potential impact on the organization, it is advisable to use qualitative and
quantitative assessment methods . In turn , when assessing transparency in risk management, it is
advisable to analyze the regularity of reports. Moreover, depending on the essence of the
approach, there are various options for its use in the process of analyzing effectiveness. In
particular, the main option for using performance indicators is an objective calculation of the
number of identified risks, the success of their minimization and the time of response to risks.
UNIVERSAL APPROACHES TO ASSESSING THE EFFECTIVENESS OF INNOVATION
RISK MANAGEMENT IN AN EDUCATIONAL ORGANIZATION
Approach
Use cases
Process Analysis
Evaluation of current risk management processes, their
structure and functionality
Performance indicators
Calculation of the number of identified risks, the success
of their minimization and the time of response to risks
Surveys and interviews
Collecting opinions of employees and students on the
perception of innovation risks and the effectiveness of the
current system for managing them
Comparative analysis
Comparison of the risk management system with similar
systems in other educational organizations
Documentation and reports
Analysis of internal reports and documents on identified
risks and actions to manage them
In our opinion, it is necessary to consider several important areas that allow the most
objective and complete assessment of the process of Economic development of Russia
innovation risk management in terms of effects and results. In particular, it is advisable to
consider the following as basic effects:
the effectiveness of the digital transformation of an
educational organization;
the amount of probable damage as a result of digital transformation;
the interests of internal stakeholders in the implementation of innovations. Here, effectiveness
is understood as the degree of achievement of the set objectives for the digital transformation of
an educational organization. Accordingly, the amount of probable damage assesses the final
possibility of manifestation and the scale of negative events. Finally, the degree of satisfaction of
the interests of internal stakeholders assesses the involvement and level of resistance of those
persons who ultimately use the results of digital transformation. We propose to consider the
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following types of budgets as costs of digital transformation: the budget for technological re-
equipment; the budget for training and development of personnel of an educational organization;
the budget for the implementation of information solutions in activities. We believe that in order
to improve the accuracy of the calculation, it is necessary to introduce an appropriate correction
factor for each budget, which allows determining the amount of costs from this budget
attributable to operations on the digital transformation of an educational organization.
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